Showing 4 results for Academic Procrastination
Mr Arash Shahbaziyankhonig, Mr Zobair Samimi, Mr Abolfazl Farid,
Volume 3, Issue 33 (2-2017)
Abstract
The aim of this study was to investigate the relationship of internet addiction and religious orientation with students' academic procrastination according to sex. The study was descriptive and correlational. The study population included all campus students in Azarbayjan Shahid Madani university at the academic year 2015-2016 that based on Morgan table, 200 of them were selected by Cluster sampling. For data gathering of the Internet Addiction Questionnaire of Young (IAT) (1988), religious orientation Questionnaire of Allport (1950) and procrastination Questionnaire of Solomon & Rothblum (1989) were used. Data using Pearson's correlation coefficient and multiple regression analysis were analyzed. The results showed that was a positive significant relationship between all the components of Academic Procrastination and Internet addiction and almost the middle of the variance in scores of academic procrastinations based on Internet addiction and intrinsic religious orientation explained. According to the results can be said that internet addiction and religious orientation are important factors that could contribute Academic Procrastination. To Parents and all educational planners recommended that with proper training, the beneficial use of the Internet and increase internal religious orientation to teaching students.
Elham Heidari, Rahmatalah Marzoghi,
Volume 6, Issue 39 (12-2019)
Abstract
The purpose of this study was to assessment of the effect of supervisor's supervision quality on academic engagement and student's procrastination to do Ph.D dissertation. The research method was descriptive correlational method. The research sample consisted of 201 students of Shiraz University who were selected by Stratified random sampling. The research tools consist of supervisor's supervision quality measurement scale (Herman et al., 2014), academic engagement (Shafley and Bucker, 2006), and academic procrastination (McCullozy, 2011) that after calculating their validity and reliability, they were distributed among the samples and the data were analyzed using structural equation model. The findings showed that the supervisor's supervision quality has a positive and significant effect on the student's academic engagement. However, students' academic engagement has a negative and significant effect on the student's procrastination in doing Ph.D dissertation. Also, the supervisor's supervision quality has a negative and significant effect on the student's procrastination in doing Ph.D. dissertation.
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Volume 8, Issue 42 (3-2021)
Abstract
This study aimed to investigate the effect of attribution retraining on academic procrastination and fear of failure of Semnan high school girl students with test anxiety. This study was applied in terms of purpose and semi-experimental based on the nature and method with pretest-posttest along with a control group. The statistical population included all high school girl students of the second semester of the Semnan high schools. From this population, the fifty people who had the highest score in the Friedman test anxiety questionnaire were selected and randomly assigned to one of the two experimental and control groups. The data collection tool consisted of two standard questionnaires including; fear of failure in Conroy's performance (2001), and Savari's academic procrastination (1392). The results of multivariate analysis of covariance (MANCOVA) showed that the mean of the experimental group in the components of fear of failure and total score of fear of failure and total score of procrastination was significantly lower (P <0.05) than the control group, but there was no significant difference between the two groups in the components of procrastination. The results showed that attribution retraining reduced the fear of failure and academic procrastination. This intervention contributes significantly to the mental health of students and prevents the wastage of social and economic costs of society.
Mr Seyed Qasem Mosleh, Ph.d. Abolfazl Farid, Ms Fatemeh Alipour,
Volume 11, Issue 45 (12-2022)
Abstract
The main objective of this study was to synthesize the findings of different studies and gain a general understanding of the effectiveness of psychological interventions on academic procrastination. The study population consisted of available full-text Articles, dissertations, and research projects published from 2011 to 2021 in quarterly publications and scientific research journals. Based on inclusion and exclusion criteria and sensitivity analysis, 136 effect sizes from 83 initial studies were analyzed using CMA2 software. The results revealed a statistically significant combined effect size for both fixed and random effect models, and the combined effect size for the random-effects model based on Cohen's criterion was large (ES = 1.47). In reducing academic procrastination, the findings indicated a high effect of self-regulation intervention compared to other interventions. Also, examining the variables of gender and educational level of the learners as moderating variables in the research showed that the gender of the subjects had no effect on the effectiveness of the psychological interventions, and the efficacy of interventions had a significant difference in the educational levels. This research has implications for therapists and counselors in line with the effectiveness of psychological interventions, especially the training of self-regulation components, to improve students' academic procrastination by providing programs.
